Philosophy of School Library Media and Technology When I first started the library media program, my view of what a librarian was and what a librarian did is vastly different than what it is today. In all honesty, when I first started the program, my idea of a librarian was one of a person who simply sat behind a desk all day, read some fun books to keep up with the times, checked books in and out to kids when needed, moved TV carts down to teachers’ rooms when needed, and occasionally helped a teacher out if he/she happened to bring their class into the library to do research. Now, five years later, hours of class time later, and many more hours of logged library time later, I realize how much more it means to be a library media specialist and how much more important an effective library media program is to the school and to its students’ achievements. Jean Donham (2005) says in her book, Enhancing Teaching and Learning: A Leadership Guide for School Library Media, that “the school library media program is easily perceived as central to education because of its relationship with all curricular areas and all grade levels in the school, its association with school administration, and its ties to the community” (p.ix). When I first started the library media program, I would not have fully understood or realized exactly how true Donham’s words were. It is now my belief that nothing could be truer. The library is central to education, and in schools where it is not, it certainly should be. Research, such as The Second Colorado Study (2000), conducted by Keith Curry Lance and colleagues, and the many state studies that have taken place since, has proved that in schools with a developed library media program, and where the LMS collaborated with teachers, administrators, and members of the community, student achievement levels increased. In addition, The Second Colorado Study (2000) also found that in schools where information technology was implemented, student test scores were higher. Specifically, the study found that “higher test scores are particularly linked to the numbers of computers enabling teachers and students to utilize: ·LMC resources, either within the LMC or networked to the LMC ·Licensed databases, and ·Internet/World Wide Web”(Lance, 2000, n.p.) The study also found that when students and teachers had open access to the LMC, and they choose to visit the LMC on their own, that that individual visit was “also a strong indicator of higher test scores.” (Lance, 2000, n.p.) The Second Colorado Study (2000) found indirect effects on test scores as well, including the leadership role of the LMS, collaboration with school administration, the LMS serving on curriculum committees, and working with staff members at school-wide staff meetings. (n.p.) All in all, The Second Colorado Study (2000) proves that when a LMS is directly involved in the curriculum and lesson planning within a school, when the LMC is open and accessible to faculty and students, and when the LMC is developed with current materials and computers, student achievement will inevitably rise. With this research as the foundation for the importance of a strong LMC in a school, it is my belief that the role of a LMS becomes even more vital to student achievement. When a SLMS assumes the role of collaborator, leader, and teacher, as outlined in Information Power: Building Partnerships for Learning (1998), and they assume these roles not only with students and teachers, but also with administration and members of the community, then fundamental student information and technology literacy skills are taught, student achievement increases, and ultimately, students are taught how to be much more independent, responsible life-long learners and thinkers. I believe that in today’s schools the role of the LMS is vital to enhancing student and school achievement. No longer are librarians there to simply check books in and out or cart TV’s down to teachers’ rooms. The LMS of today is a leader, a collaborator, and a teacher. The LMS of today is active in all aspects of the school and the community. The LMS of today KNOWS that his/her LMC is a integral part—if not the center—of the school, and therefore, the LMS of today KNOWS that it is his/her job, responsibility, and privilege to create a LMC that works in the best interests of all students, faculty, and members of the community. Despite research-based evidence that school library media programs are essential to schools, many teachers, administrators, and community members still wonder what having a SLMC and SLMS means to them personally. From a personal perspective, from my own personal philosophy, here is what I would tell them: Having me as your SLMS means that you have another teacher at your disposal to help you, collaborate with you, research with you, and teach with you, to provide the best possible education for all students. I would tell them that as their SLMS, I will work with them in creating lesson plans that can pull the students into the library. Together the teacher and I can teach students vital information and technology literacy skills, such as how to use the resources that they have available to them, not only to do a certain assignment, but for future projects as well, whether they be personal or professional.. As the SLMS, I would say that it is my job to help teachers and other faculty members research any new ideas, lessons, or theories that they may want to explore or implement into their curriculum. As we are researching new ideas, together we can create an action-based research plan to develop new, innovative curriculum ideas that we can share with the district to further enhance student achievement. As the SLMS, I would promote the idea that learning does not simply stop once the school bell rings, and I would search for ways to draw the community into the library program. A few ideas for this might include community-wide book talks for students, parents, and teachers; setting up a tutorial program for illiterate members of the community so that teachers (and me, the SLMS) can help them learn; bringing in popular authors to do community wide book talks and readings; or partnering up with local colleges to start a big brother/sister book club. Finally, if teachers, administrators, or community members asked what it meant to them to have me as their SLMS, I would say that, above all, it is my job to help the teacher teach students critical thinking skills that they need as they enter the “real world” and that these critical thinking skills can be learned as we are teaching our students information and technology literacy skills as indicated in the PASS information literacy and NETS-T standards. Through teaching these skills, the teacher and I are teaching our students how to be strong, independent, democratic learners and thinkers so that each and every student can become a life-long learner and productive member of society.
When I first started the library media program, my view of what a librarian was and what a librarian did is vastly different than what it is today. In all honesty, when I first started the program, my idea of a librarian was one of a person who simply sat behind a desk all day, read some fun books to keep up with the times, checked books in and out to kids when needed, moved TV carts down to teachers’ rooms when needed, and occasionally helped a teacher out if he/she happened to bring their class into the library to do research. Now, five years later, hours of class time later, and many more hours of logged library time later, I realize how much more it means to be a library media specialist and how much more important an effective library media program is to the school and to its students’ achievements.
Jean Donham (2005) says in her book, Enhancing Teaching and Learning: A Leadership Guide for School Library Media, that “the school library media program is easily perceived as central to education because of its relationship with all curricular areas and all grade levels in the school, its association with school administration, and its ties to the community” (p.ix). When I first started the library media program, I would not have fully understood or realized exactly how true Donham’s words were. It is now my belief that nothing could be truer. The library is central to education, and in schools where it is not, it certainly should be. Research, such as The Second Colorado Study (2000), conducted by Keith Curry Lance and colleagues, and the many state studies that have taken place since, has proved that in schools with a developed library media program, and where the LMS collaborated with teachers, administrators, and members of the community, student achievement levels increased. In addition, The Second Colorado Study (2000) also found that in schools where information technology was implemented, student test scores were higher. Specifically, the study found that “higher test scores are particularly linked to the numbers of computers enabling teachers and students to utilize:
· LMC resources, either within the LMC or networked to the LMC
· Licensed databases, and
· Internet/World Wide Web”(Lance, 2000, n.p.)
The study also found that when students and teachers had open access to the LMC, and they choose to visit the LMC on their own, that that individual visit was “also a strong indicator of higher test scores.” (Lance, 2000, n.p.)
The Second Colorado Study (2000) found indirect effects on test scores as well, including the leadership role of the LMS, collaboration with school administration, the LMS serving on curriculum committees, and working with staff members at school-wide staff meetings. (n.p.) All in all, The Second Colorado Study (2000) proves that when a LMS is directly involved in the curriculum and lesson planning within a school, when the LMC is open and accessible to faculty and students, and when the LMC is developed with current materials and computers, student achievement will inevitably rise.
With this research as the foundation for the importance of a strong LMC in a school, it is my belief that the role of a LMS becomes even more vital to student achievement. When a SLMS assumes the role of collaborator, leader, and teacher, as outlined in Information Power: Building Partnerships for Learning (1998), and they assume these roles not only with students and teachers, but also with administration and members of the community, then fundamental student information and technology literacy skills are taught, student achievement increases, and ultimately, students are taught how to be much more independent, responsible life-long learners and thinkers. I believe that in today’s schools the role of the LMS is vital to enhancing student and school achievement. No longer are librarians there to simply check books in and out or cart TV’s down to teachers’ rooms. The LMS of today is a leader, a collaborator, and a teacher. The LMS of today is active in all aspects of the school and the community. The LMS of today KNOWS that his/her LMC is a integral part—if not the center—of the school, and therefore, the LMS of today KNOWS that it is his/her job, responsibility, and privilege to create a LMC that works in the best interests of all students, faculty, and members of the community.
Despite research-based evidence that school library media programs are essential to schools, many teachers, administrators, and community members still wonder what having a SLMC and SLMS means to them personally. From a personal perspective, from my own personal philosophy, here is what I would tell them: Having me as your SLMS means that you have another teacher at your disposal to help you, collaborate with you, research with you, and teach with you, to provide the best possible education for all students. I would tell them that as their SLMS, I will work with them in creating lesson plans that can pull the students into the library. Together the teacher and I can teach students vital information and technology literacy skills, such as how to use the resources that they have available to them, not only to do a certain assignment, but for future projects as well, whether they be personal or professional.. As the SLMS, I would say that it is my job to help teachers and other faculty members research any new ideas, lessons, or theories that they may want to explore or implement into their curriculum. As we are researching new ideas, together we can create an action-based research plan to develop new, innovative curriculum ideas that we can share with the district to further enhance student achievement. As the SLMS, I would promote the idea that learning does not simply stop once the school bell rings, and I would search for ways to draw the community into the library program. A few ideas for this might include community-wide book talks for students, parents, and teachers; setting up a tutorial program for illiterate members of the community so that teachers (and me, the SLMS) can help them learn; bringing in popular authors to do community wide book talks and readings; or partnering up with local colleges to start a big brother/sister book club. Finally, if teachers, administrators, or community members asked what it meant to them to have me as their SLMS, I would say that, above all, it is my job to help the teacher teach students critical thinking skills that they need as they enter the “real world” and that these critical thinking skills can be learned as we are teaching our students information and technology literacy skills as indicated in the PASS information literacy and NETS-T standards. Through teaching these skills, the teacher and I are teaching our students how to be strong, independent, democratic learners and thinkers so that each and every student can become a life-long learner and productive member of society.